The phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory

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The phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory. / Dyakov, Alexandr Vladimirovich.

In: Science for Education Today, Vol. 10, No. 4, 2020, p. 125-137.

Research output: Contribution to journal › Article › peer-review

BibTeX

@article{c7214d7d5c0941f397e826309c585844,

title = "The phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory",

abstract = "Introduction. The goal of the paper is to analyze the phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory: A philosophical and pedagogical practice in which the theoretical aspect is inseparable from the practical one. Materials and Methods. The author uses the historical-perspective method, based on the universal principle of historicism, as well as methods of textual and contextual analysis and general methods of hermeneutic research. Results. Having reviewed and analyzed scholarly literature and critical works the author proposes the idea of the inextricable unity of didactic practice and the philosophical theory of Enlightenment. It is shown that this unity was the basis of philosophical and pedagogical practice aimed at transforming the man and the human mind. The discourse of the Enlightenment itself is inseparable from the practice of its transmission. Conclusions. The author developed and substantiated the approach to studying the philosophy of the French Enlightenment as a philosophical and pedagogical practice, implemented in the context of the philosophical project of transforming the human mind through changing the conditions of human existence.",

keywords = "Didactics, Educational practice, Empiricism, Enlightenment, French revolution, History of philosophy, Self-consciousness",

author = "Dyakov, {Alexandr Vladimirovich}",

note = "Funding Information: The study was financially supported by the Russian Foundation for Basic Research, project 18-011-01189 (French philosophy of classic era as the national project: history and self-consciousness). Publisher Copyright: {\textcopyright} 2020 Science for Education Today. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",

year = "2020",

doi = "10.15293/2658-6762.2004.08",

language = "English",

volume = "10",

pages = "125--137",

journal = "Science for Education Today",

issn = "2226-3365",

publisher = "Novosibirsk State Pedagogical University",

number = "4",

}

RIS

TY - JOUR

T1 - The phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory

AU - Dyakov, Alexandr Vladimirovich

N1 - Funding Information: The study was financially supported by the Russian Foundation for Basic Research, project 18-011-01189 (French philosophy of classic era as the national project: history and self-consciousness). Publisher Copyright: © 2020 Science for Education Today. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.

PY - 2020

Y1 - 2020

N2 - Introduction. The goal of the paper is to analyze the phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory: A philosophical and pedagogical practice in which the theoretical aspect is inseparable from the practical one. Materials and Methods. The author uses the historical-perspective method, based on the universal principle of historicism, as well as methods of textual and contextual analysis and general methods of hermeneutic research. Results. Having reviewed and analyzed scholarly literature and critical works the author proposes the idea of the inextricable unity of didactic practice and the philosophical theory of Enlightenment. It is shown that this unity was the basis of philosophical and pedagogical practice aimed at transforming the man and the human mind. The discourse of the Enlightenment itself is inseparable from the practice of its transmission. Conclusions. The author developed and substantiated the approach to studying the philosophy of the French Enlightenment as a philosophical and pedagogical practice, implemented in the context of the philosophical project of transforming the human mind through changing the conditions of human existence.

AB - Introduction. The goal of the paper is to analyze the phenomenon of the French Enlightenment as a dialectical unity of didactic practice and philosophical theory: A philosophical and pedagogical practice in which the theoretical aspect is inseparable from the practical one. Materials and Methods. The author uses the historical-perspective method, based on the universal principle of historicism, as well as methods of textual and contextual analysis and general methods of hermeneutic research. Results. Having reviewed and analyzed scholarly literature and critical works the author proposes the idea of the inextricable unity of didactic practice and the philosophical theory of Enlightenment. It is shown that this unity was the basis of philosophical and pedagogical practice aimed at transforming the man and the human mind. The discourse of the Enlightenment itself is inseparable from the practice of its transmission. Conclusions. The author developed and substantiated the approach to studying the philosophy of the French Enlightenment as a philosophical and pedagogical practice, implemented in the context of the philosophical project of transforming the human mind through changing the conditions of human existence.

KW - Didactics

KW - Educational practice

KW - Empiricism

KW - Enlightenment

KW - French revolution

KW - History of philosophy

KW - Self-consciousness

UR - http://www.scopus.com/inward/record.url?scp=85092313665&partnerID=8YFLogxK

U2 - 10.15293/2658-6762.2004.08

DO - 10.15293/2658-6762.2004.08

M3 - Article

AN - SCOPUS:85092313665

VL - 10

SP - 125

EP - 137

JO - Science for Education Today

JF - Science for Education Today

SN - 2226-3365

IS - 4

ER -

ID: 70546583